British and American Cultural Stories in Hungary

2020 ◽  
pp. 1-14
Author(s):  
Bálint Szele
Keyword(s):  
Translation Studies ◽  
Forthcoming Paper ◽  
Intercultural Education ◽  
Target Language ◽  
Language And Culture ◽  
Pilot Survey ◽  
Empirical Results ◽  
The Third ◽  
Perceptions Of Students ◽  
Different Levels

This paper presents a complex study highlighting English and American cultural stories and makes an attempt at determining to what extent these cultural stories are known among students of English and Translation Studies in Hungary. The first stage of the research was a process of finding out about previous research and then selecting British and American cultural items that might be relevant for Hungarian students. These are presented as a list in the introduction. Nine instances have been singled out for further analysis in this paper, in the second section of which the background of the cultural stories is described in detail. The third section offers information about a survey conducted among a group of students of English and Translation Studies, underlining the need for intercultural education in both courses. The first empirical results of a pilot survey were presented during a HUSSE conference in Veszprém (14th Biennial HUSSE Conference, University of Pannonia, Veszprém, 31 January – 2 February 2019), the title of the forthcoming paper is “I can drink with any tinker in his own language” – Target Language Culture in EFL at Different Levels of Teaching. More information including students’ personal insights can be found on the beliefs and perceptions of students of English about language and culture in a previous paper (Szele 2019).

Distribution and translation

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Tong King Lee
Keyword(s):  
Applied Linguistics ◽  
Translation Studies ◽  
Second Order ◽  
Media Ecology ◽  
Target Language ◽  
Language And Culture ◽  
First Order ◽  
Language System ◽  
Object Of Study ◽  
Distributed Language

Abstract Translation has traditionally been viewed as a branch of applied linguistics. This has changed drastically in recent decades, which have witnessed translation studies growing as a field beyond, and sometimes against, applied linguistics. This paper is an attempt to think translation back into applied linguistics by reconceptualizing translation through the notions of distributed language, semiotic repertoire, and assemblage. It argues that: (a) embedded within a larger textual-media ecology, translation is enacted through dialogical interaction among the persons, texts, technologies, platforms, institutions, and traditions operating within that ecology; (b) what we call translations are second-order constructs, or relatively stable formations of signs abstracted from the processual flux of translating on the first-order; (c) translation is not just about moving a work from one discrete language system across to another, but about distributing it through semiotic repertoires; (d) by orchestrating resources performatively, translations are not just interventions in the target language and culture, but are transformative of the entire translingual and multimodal space (discursive, interpretive, material) surrounding a work. The paper argues that distributed thinking helps us de-fetishize translation as an object of study and reimagine translators as partaking of a creative network of production alongside other human and non-human agents.

Impact of an interaction-oriented Japanese course on learners

1998 ◽  
Vol 15 ◽  
pp. 123-138 ◽  
Author(s):  
Kyoko Ogawa
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Native Speakers ◽  
Target Language ◽  
Japanese People ◽  
Language And Culture ◽  
The Third ◽  
The Impact ◽  
Active Interaction

Abstract Neustupny (1988, 1991) recommended an interactive competence approach for second language acquisition that places a greater emphasis on learners’ active interaction with native speakers in real communicative situations. In order to have the opportunity to interact with native speakers in the target language, a conscious effort by the learners as well as support from the teachers and the community is essential. The third-year Japanese course at Monash University was designed to encourage and support learners to establish and maintain relationships with Japanese people as well as to utilise various other resources of the target language and culture. This paper examines the impact of this interaction-oriented course on learners in their establishment and maintenance of relationships with Japanese people, and cultural and social understanding. It is based on data collected during 1996 and 1997.

scholarly journals Translating into Textual Genres

2021 ◽  
Vol 1 ◽  
Author(s):  
Isabel García Izquierdo ◽  
Vicent Montalt i Resurrecció
Keyword(s):  
Intercultural Communication ◽  
Cultural Context ◽  
Translation Studies ◽  
Genre Theory ◽  
Target Language ◽  
Language And Culture ◽  
Critical Elements ◽  
Micro Level ◽  
The Relationship ◽  
Do So

When we translate, we do so for specific communicative situations and purposes; that is, we write translations that will fulfil the needs and conventions of specific textual genres in the target language and culture. The aim of this article, which draws on data and experience from the GENTT project, is to explore the relationship between translation and genre theory in order to understand better how translators are involved in interlinguistic and intercultural communication.Genre theory is attractive to Translation Studies because it links the micro level of writing and text to the macro level of discourse and context, unites process with product and integrates the cognitive, social and profes¬sional approaches to translation. Thus, the notion of genre brings together critical elements in translation such as the reader ’s profile, expectations and preferences; the communicative situation and purpose; and the socio-cultural context. In order to understand better how translators are involved in interlinguistic and intercultural communication, we suggest a remodelling of translation in which the target genre plays a central role.

The Analysis of Translation of Live Metaphors in Japanese Novel Haru No Yuki

2020 ◽  
Vol 4 (4) ◽  
pp. 115
Author(s):  
Melati Desa
Keyword(s):  
Creative Writing ◽  
Target Language ◽  
Source Text ◽  
Language And Culture ◽  
Full Load ◽  
Abstract Language ◽  
The Way

ABSTRACT   : Language and culture influences each other and its effect is reflected in not only the way humans think, but could also be seen in a full load of figurative elements in creative writing, such as metaphors. Thus, the report examines the aspects of the transfer of meaning in the live metaphors in Haru No Yuki, literary Japanese texts written by Yukio Mishima (1925 – 1970) translated to Malay by Muhammad Haji Salleh (1993) as Salju Musim Bunga published by Penataran Ilmu. This report studies on the equivalence of the meaning of translated live metaphors from the source text to the target text. From the study of the equivalence of meaning can be evaluated that, if there is any type of losses of meaning in form of under translation, over translation or wrong translation. The retention of live metaphors in the target text produced an ideal translation. Universal live metaphors maintained by the translator, this approach produced an ideal translation in form of meaning and accepted by the culture and speakers of the target language. The conclusion of this report shows that, one of the factors in producing quality translations is to understand the elements of the original cultural metaphors contained in the source text. Keywords: live metaphor, personification, ideal translation, equivalence of meaning ABSTRAK         : Bahasa dan budaya saling mempengaruhi dan kesannya dapat dilihat bukan sahaja dalam cara manusia berpikir malah dalam penulisan kreatif yang memuatkan unsur figuratif, metafora misalnya. Justeru, kajian ini meneliti aspek pemindahan makna dalam terjemahan metafora hidup dan personifikasi yang terdapat dalam teks kesusasteraan Jepun, Haru No Yuki hasil penulisan Yukio Mishima (1925 – 1970) diterjemahkan oleh Muhammad Haji Salleh (1993) menjadi Salju Musim Bunga (SMB) terbitan Penataran Ilmu. Kertas kerja ini mengkaji keselarasan makna terjemahan metafora hidup dan personifikasi daripada teks sumber kepada teks sasaran. Daripada kajian keselarasan makna dapat dinilai sama ada berlaku peleburan makna metafora apabila terhasilnya terjemahan kurang, terjemahan lebih atau terjemahan salah. Kaedah pengekalan metafora hidup dalam teks sasaran didapati menghasilkan terjemahan ideal. Metafora hidup yang bersifat universal dikekalkan oleh penterjemah, pendekatan ini menghasilkan terjemahan ideal dari sudut makna dan diterima oleh budaya dan penutur bahasa sasaran. Sebagai kesimpulan, kajian ini menunjukkan bahawa, salah satu faktor dalam usaha untuk menghasilkan terjemahan bermutu adalah dengan memahami unsur metafora budaya asal teks sumber.   Kata kunci : metafora hidup, personifikasi, terjemahan ideal, persamaan makna

LANGUAGE, CULTURE, AND POWER IN GUILLEM DE TORROELLA’S LA FAULA

2021 ◽  
Vol 35 (1) ◽  
pp. 1-22
Author(s):  
JILL ROSS
Keyword(s):  
Fourteenth Century ◽  
Thirteenth Century ◽  
French Language ◽  
The Political ◽  
Cultural Appropriation ◽  
Cultural Hegemony ◽  
Language And Culture ◽  
The Third ◽  
Cultural Power

This article examines the role of French language and culture in the fourteenth-century Arthurian text, La Faula, by the Mallorcan, Guillem de Torroella. Reading the appropriation of French language and literary models through the lens of earlier thirteenth-century Occitan resistance to French political and cultural hegemony, La Faula’s use of French dialogue becomes significant in light of the political tensions in the third quarter of the fourteenth century that saw the conquest of the Kingdom of Mallorca by that of Catalonia-Aragon and the subsequent imposition of Catalano-Aragonese political and cultural power. La Faula’s clear intertextual debt to French literary models and its simultaneous ambivalence about the authority and reliability of those models makes French language into a space for the exploration of the dynamics of cultural appropriation and political accommodation that were constitutive of late fourteenth-century Mallorca.

Distinction between Dolus and Culpa with reference to Arson in Zakon Sudnyj LJudem, the Vinodol Law and the Statute of Senj

De Jure ◽  
2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Daniel Haman ◽  
◽  
◽  
Keyword(s):  
Criminal Law ◽  
The Other ◽  
Legal Documents ◽  
The Third ◽  
Other Hand ◽  
Criminal Offenses ◽  
The World ◽  
The Difference ◽  
Different Levels ◽  
Better Than

The difference between intent (dolus) and negligence (culpa) was rarely emphasized in codified medieval laws and regulations. When compared to the legal statements related to intent, negligence was mentioned even more rarely. However, there are some laws that distinguished between the two concepts in terms of some specific crimes, such as arson. This paper draws attention to three medieval Slavic legal documents – the Zakon Sudnyj LJudem (ZSLJ), the Vinodol Law and the Statute of Senj. They are compared with reference to regulations regarding arson, with the focus being on arson as a crime committed intentionally or out of negligence. The ZSLJ as the oldest known Slavic law in the world shows some similarities with other medieval Slavic legal codes, especially in the field of criminal law, since most of the ZSLJ’s articles are related to criminal law. On the other hand, the Vinodol Law is the oldest preserved Croatian law and it is among the oldest Slavic codes in the world. It was written in 1288 in the Croatian Glagolitic script and in the Croatian Chakavian dialect. The third document – the Statute of Senj – regulated legal matters in the Croatian littoral town of Senj. It was written in 1388 – exactly a century after the Vinodol Law was proclaimed. When comparing the Vinodol Law and the Statute of Senj with the Zakon Sudnyj LJudem, there are clear differences and similarities, particularly in the field of criminal law. Within the framework of criminal offenses, the act of arson is important for making a distinction between intent and negligence. While the ZSLJ regulates different levels of guilt, the Vinodol Law makes no difference between dolus and culpa. On the other hand, the Statute of Senj strictly refers to negligence as a punishable crime. Even though the ZSLJ is almost half a millennium older than the Statute of Senj and around 400 years older than the Vinodol Law, this paper proves that the ZSLJ defines the guilt and the punishment for arson much better than the other two laws.

The ACTRES parallel corpus: an English–Spanish translation corpus

Corpora ◽  
2008 ◽  
Vol 3 (1) ◽  
pp. 31-41 ◽  
Author(s):  
Marlén Izquierdo ◽  
Knut Hofland ◽  
Øystein Reigem
Keyword(s):  
Information Technology ◽  
Research Group ◽  
Translation Studies ◽  
Contrastive Analysis ◽  
Spanish Translation ◽  
Parallel Corpus ◽  
Empirical Results ◽  
Linguistic Research ◽  
Actual Use ◽  
The University

This paper describes the compilation of the ACTRES Parallel Corpus, an English–Spanish translation corpus built at the Department of Modern Languages at the University of León (Spain) by the ACTRES research group. The computerisation of the corpus was carried out in collaboration with Knut Hofland and Øystein Reigem, from the Department of Culture, Language and Information Technology, Aksis, at the UNIFOB/University of Bergen (Norway). The corpus is conceived as a powerful tool for cross-linguistic research in the fields of Contrastive Analysis and Descriptive Translation Studies. It was the need to bridge the gap between these disciplines and to extend applications that encouraged the building of a parallel corpus as a suitable tool to achieve these goals. This paper focusses on the practical aspects of building the corpus. A brief account of the research which prompted this endeavour precedes the description of this process. 4 4 This paper is an account of the building of the ACTRES Parallel Corpus, so no empirical results from research done on the basis of the corpus are reported here. Concerning new insights drawn from the actual use of P-ACTRES in English–Spanish translation and contrastive projects, there is an extended bibliography at: http://actres.unileon.es/

scholarly journals Risk and Resilience in Pregnancy and Birth

2021 ◽  
pp. 57-77
Author(s):  
Cecily Young ◽  
Susan Ayers
Keyword(s):  
Transition To Parenthood ◽  
Perinatal Period ◽  
Personal Attributes ◽  
Future Research ◽  
Risk And Resilience ◽  
The Third ◽  
The Impact ◽  
Different Levels ◽  
Pregnancy And Birth ◽  
In Pregnancy

Pregnancy, birth, and becoming a parent involves substantial changes at biological, psychological, social, and broader cultural levels. As such, it is a continuing process of adaptation to change and new demands. This chapter provides an overview of risk and resilience in pregnancy, birth, and the transition to parenthood and the impact of these experiences on both women and their infants. The first part of the chapter provides an overview of experiences of pregnancy and birth and risks that arise, in particular trauma that may be experienced during birth. The second part looks at resilience in pregnancy and birth, what we know, and what we still need to know in this area. The third part looks at theories of resilience relevant to the perinatal period and how it is important to look at resilience at different levels (e.g. epi/genetic, personal attributes, relationships, support systems, culture, and environment). The authors conclude with key considerations for future research and theory in this area.

scholarly journals Teaching Design of English Picture Book for Primary Schools Based on Performance Culture Teaching Method-Taking the Story Time in Unit 1 of the Third Grade of the PEP Version as an Example

2021 ◽  
Vol 17 (4) ◽  
pp. 203
Author(s):  
Yuan Dandan
Keyword(s):  
Primary School ◽  
Picture Book ◽  
Teaching Method ◽  
Target Language ◽  
Third Grade ◽  
English Teaching ◽  
Performance Culture ◽  
The Third ◽  
Teaching Design ◽  
Culture Teaching

<p>The performance culture teaching method was first proposed by the American Sinologist Wu Weike. It is a teaching method to learn a second language through the comprehension and practice of the target language. It focuses on culture and practice. The learner presents the story in a rehearsal manner in the context of the target language culture. Picture book teaching is a popular teaching method for primary school English teachers at this stage. Its novel feature of moving from outside class to classroom makes it an indispensable teaching method in primary school English teaching. This article takes the PEP version of the third grade English textbook as an example for teaching design and integrates the performance culture teaching method with the picture book teaching in the primary school English classroom teaching. The focus of research in teaching design is teaching implementation, that is, the application of performance methods in primary school English classrooms. This teaching design combines picture book teaching and performance culture teaching methods to promote primary school English teaching.</p>

scholarly journals “How the Furby Coming is…”: Interference of First Language and Culture in Thai EFL Learners’ Paragraph Writing

2021 ◽  
Vol 14 (10) ◽  
pp. 92
Author(s):  
Sakulrat Worathumrong
Keyword(s):  
English Language ◽  
First Language ◽  
Communication Strategy ◽  
Target Language ◽  
High Exposure ◽  
Efl Learners ◽  
Language And Culture ◽  
English Writing ◽  
Low Exposure ◽  
Analysis Models

This study investigated features of first language and cultural interference in Thai EFL learners&rsquo; English paragraph writing on popular culture. Drawing from theoretical grounds of interlanguage, language interference, and rhetorical interference, the sample of 30 English paragraphs of Thai EFL undergraduate learners was examined quantitatively and qualitatively. The English writing included 15 paragraphs from the Thai learners with high exposure to English language (TEH) group, and 15 paragraphs from those with the low exposure to English language (TEL) group. Using analysis models of metadiscourse markers and topical progressions, the findings revealed the preference of both groups in the use of interactive and interactional devices as well as SP, PP, and EPP types of topical progressions. The preference highlights the feature of oral-based, inductive, or reader-responsible writing orientation with a possibility of writing development, especially among the TEHs to reach expectation of the target language readers. The findings encourage assessing the Thai EFL learners&rsquo; writing as a process and raising frequent awareness of both language and rhetorical interferences when writing English texts. As the introductory stage during COVID-19 remote learning, writing to express learners&rsquo; interests could be used as an effective communication strategy for a positive instructor-learner relationship which assists the learners to further engage in the class in a more meaningful way.&nbsp;

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